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Bottlenecks to Learning Evidence-Based Practice: Recommendations for Nursing Faculty
K Brooke Kistler1, Deborah E Tyndall, Annette Peery
1School of Nursing, Catawba Valley Community College, Hickory, North Carolina (Dr Kistler) ; School of Nursing, University of North Carolina at Wilmington, Wilmington, North Carolina (Dr Tyndall); and School of Nursing, East Carolina University, Greenville, North Carolina (Dr Peery).
Background:
Evidence-based practice (EBP) competency is an expected outcome of baccalaureate education; however, research indicates nursing graduates enter practice with competency gaps.
Purpose:
The purpose of this study was to explore the challenges accelerated baccalaureate students experience when learning the steps of EBP.
Methods:
A qualitative, descriptive design was used to identify bottlenecks to student learning.
Results:
Learning the steps of EBP in an accelerated format was challenging for students. Data analysis revealed 3 types of bottlenecks that stalled learning: cognitive, procedural, and emotional.
Conclusions:
Faculty build EBP competency by making explicit the steps that help students progress. Scaffolded learning, collaborative partnerships, and reflective practices are recommended to support student learning in accelerated formats.
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